Teachers (list):Linda Schafer, Pam Scheer, Deb Jeffers, Andrea Krueger, Sandi Taylor Textbook (Our Communities, Harcourt, 2010):
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Unit
Objective:
"The learner will . . ."
Standard and Indicators
No. of Days
Vocabulary Terms
Resources
[[#|Student]] Learning Activities
Assessment
Language Arts Standard(s)
Students K-12 Civics: Students will develop and apply the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels.
3.1.1 Students will identify and explain the structure and function of their local governments.
SS 3.1.1.a Identify the structure and functions of local government
authority
county
council
mayor
county seat
public
recreation
Chapter test
Unit test
SS 3.1.1.b Describe the reasons for laws in our community
authority
government service,
Chapter test
Unit test
S 3.1.1.c Identify and explain a variety of roles leaders, citizens, and others play in local government
authority
government service,
county
council
mayor
county seat
Chapter test
Unit test
[[#|Students]]K-12 Civics: Students will develop and [[#|apply]] the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels.
SS 3.1.2 Students will understand the impact of individual and group decisions at a local level.
Un 1,2,3,4,5
SS 3.1.2.a Identify rights and responsibilities of citizens (e.g., voting, public service projects,) at the local level
Community,
citizen,
law, government,
nation,
service
vote
right
civil rights,
elect
election
ballot
majority rule
decision
responsibility
Chapter test
Unit test
SS 3.1.2.b Explain the meaning of patriotic symbols, songs, actions, celebrations, and holidays (e.g., U.S. Flag, Bald Eagle, Pledge of Allegiance, Thanksgiving, Veteran’s Day, Martin Luther King Jr. Day, 4th of July, Memorial Day, President’s Day, Flag Day)
patriotism
President
monument,
patrotic symbol
memorial
anthem
holiday
landmark
statue
Chapter test
Unit test
SS 3.1.2.c Identify ways students can be engaged to have an impact in their local community
pollution,
conservation
recycle
problem
solution
slogan
consequence
common good
volunteer
decision
responsibility
Chapter test
Unit test
rubric
SS 3.1.2.d Identify and describe the importance of listening to the views of others and sharing personal views in a respectful manner
problem solution
conflict
consequence
common good
cooperate
decision
character trait
compromise
mediator
Chapter test
Unit test
rubric
SS 3.1.2.e Identify local leaders and the impact of their decisions that effect public policy
authority
decision
justice
responsibility
government service
county
public works
representative
appointed
compromise
Chapter test
Unit test
K-12 Economics: Students will utilize economic reasoning skills to make informed judgments and become effective participants in the economy at the local, state, national and international levels.
SS 3.2.1 Students will understand markets are places where buyers and sellers exchange goods and services.
Un. 6
SS 3.2.1.a Indicate various markets where buyers and sellers meet (e.g., shopping malls, auction, catalogs, garage sales, the Internet)
free market
competition
international trade
e-commerce
advertisement
cooperative
Chapter test
Unit test
SS 3.2.2 Students will categorize natural, human, and capital resources and how they are combined to make goods and deliver services.
SS 3.2.2.a Classify natural, human, and capital resources (e.g., tools, soil, water, farmers and machinery)
capital
raw material
human resource
capital resource
factory
manufacture
land use
Chapter test
Unit test
SS 3.2.2.b Discuss why producers combine resources to make goods and services (profit)
capital
factory
producer
product
consumer
interdependence
wage
income
demand
supply
scarcity
Chapter test
Unit test
SS 3.2.2.c Identify opportunities for education and/or training to increase human resources (e.g., agriculture schools, trade schools, culinary schools, information technology training)
human resource occupational training,
Chapter test
Unit test
Un 6
K-12 Economics: Students will utilize economic reasoning skills to make informed judgments and become effective participants in the economy at the local, state, national and international levels.
SS 3.2.3 Students will cite evidence of how money (coins and currency) makes trading easier than bartering.
SS 3.2.3.a Identify historical examples of trading among early settlers
barter
mint
Chapter test
Unit test
SS 3.2.6 Students will use knowledge of currency to solve real-world problems.
SS 3.2.6.a Given a budget, students will be able to make choices as to what to purchase and what to give up
SS 3.2.10 Students will understand what goods and services local governments provide.
S 3.2.10.a Identify goods and services funded through local taxes (e.g., snow removal, waste management, law enforcement)
recreation
public works
Chapter test
Unit test
Un6
SS 3.2.12 Students will describe how the local community trades with the rest of the world.
SS 3.2.12.a Identify local goods and services that could be traded with people everywhere (e.g., corn, soybeans, beef)
consumer
producer
international trade
import
export
manufacture
land use
human resource
raw material
factory
SS 3.2.12.b Give examples of other countries' currencies
Euro
Project
rubic
Introduction
K-12 Geography: Students will develop and apply spatial perspective and geographic skills to make informed decisions regarding issues and current events at local, state, national and international levels.
SS 3.3.1 Students will explore where (spatial) and why people, places and environments are organized in the state.
SS 3.3.1.a Utilize map elements (i.e., title, scale, symbols, legend, and cardinal and intermediate directions)
Georgraphy
map title
map key
inset map
map scale
locator
Chapter test
Unit test
SS 3.3.1.b Apply map skills (e.g., identify location and distribution of physical and human features rivers/roads, identify relative and absolute locations, east/west, north/south, left/right, next to, identify cities and towns)
globe
equator
Cardinal directions
compass rose
intermediate directions
landforms
Chapter test
Unit test
Un 1
SS 3.3.1.c Analyze why things are located where they are in the community (e.g., Why are stores located on main streets? Where is my house located compared to the school?)
analyze
location
landforms
climate
regions
Chapter test
Unit test
Un 1 - 6
SS 3.3.1.d Locate places on maps and globes (e.g., Missouri River, Platte, River, Rocky Mountains, Nebraska, the student's city)
hemisphere
globe
road map
state maps
Chapter test
Unit test
Un 1 - 6
SS 3.3.1.e Identify the continents, oceans, and hemispheres
hemisphere
globe
Africa
Europe
Asia
Australia
South America
North America
Antarctica
Pacific Ocean
Atlantic Ocean
Arctic Ocean
Southern Ocean
Indian Ocean
Un1
SS 3.3.2 Students will compare the characteristics of places and regions.
SS 3.3.2.a Identify and differentiate between physical and human features of neighborhoods and communities (e.g., vegetation, housing, streets, business/ residential areas, hills, waterways)
SS 3.3.2.b Compare and contrast local places and regions with other places and regions (e.g., prairie and forest, local community with another community, products from Nebraska and another state, crops grown in Nebraska and another state)
SS 3.3.4.b Compare and contrast the spread and diffusion of cultural traits (e.g., spread of ideas, languages, religions, people, goods, customs, traditions)
worship cultural identity, festival, literature,
Chapter 10
SS 3.3.5 Students will identify the relationship between humans and the physical environment
Unit 2
SS 3.3.5.a Explain how physical environments influence human activities (e.g., availability of water, climate and fertility of soil)
growing season, terrace, irrigation,
Chapter 4
SS 3.3.5.b Explain how human activities change Earth (e.g., agriculture, transportation, industry)
SS 3.3.5.d Describe how humans develop communities in local settings (e.g., roads, landfills, sewage systems, land use patterns)
SS 3.3.6 Students will use geographic skills to make connections to issues and events
SS 3.3.6.a Identify and evaluate human adaptations to the environment from the local to international levels (e.g., How could the building of a highway bring more business to a community
SS 3.3.6.b Identify how geography impacts spatial problem solving (e.g., a new school must be near large numbers of students, on available land with suitable soils, have access to roads and utilities, and not overlap schools in other neighborhoods; plan where things would be built in a city
Students will develop and apply historical knowledge and skills to research, analyze, and understand key concepts of past, current, and potential issues and events at the local, state, national, and international levels
SS 3.4.1 Students will describe and analyze chronological relationships and patterns.
SS 3.4.1.a Describe concepts of time and chronology (e.g. annual, biannual, decades, centuries, millennia)
decade, century, time line, millennium
chapter 5 test
SS 3.4.1.b Identify calendar time in years, decades, centuries, and millenia
decade, century, time line, millennium
chapter 5 test
SS 3.4.1.c List and describe community events over time (e.g., weekly, monthly, yearly, seasonal happenings utilizing a graphic organizer)
time line, continuity
Chapter 5 test Chapter 2 project Chapter 6 project
SS 3.4.1.d Describe how individuals, events, and ideas have changed communities past and present
SS 3.4.2 Students will describe the development of people, events, ideas, and symbols over time using multiple types of sources
SS 3.4.2.a Describe the role of historical people, events, ideas, and symbols, including various cultures and ethnic groups (e.g., local cultural figures, landmarks, celebrations, and cultural events)
culture, ancestor, heritage, historic site, cultural identity, custom, diverse, ethnic group, multicultural, tradition, landmark, statue, holiday, festival
SS 3.4.5.b Identify, obtain, and cite appropriate sources for research about the local community (e.g., identifying the resources from which they took information)
Textbook (Our Communities, Harcourt, 2010):
"The learner will . . ."
county
council
mayor
county seat
public
recreation
Unit test
government service,
Unit test
government service,
county
council
mayor
county seat
Unit test
citizen,
law, government,
nation,
service
vote
right
civil rights,
elect
election
ballot
majority rule
decision
responsibility
Unit test
President
monument,
patrotic symbol
memorial
anthem
holiday
landmark
statue
Unit test
conservation
recycle
problem
solution
slogan
consequence
common good
volunteer
decision
responsibility
Unit test
rubric
conflict
consequence
common good
cooperate
decision
character trait
compromise
mediator
Unit test
rubric
decision
justice
responsibility
government service
county
public works
representative
appointed
compromise
Unit test
competition
international trade
e-commerce
advertisement
cooperative
Unit test
raw material
human resource
capital resource
factory
manufacture
land use
Unit test
factory
producer
product
consumer
interdependence
wage
income
demand
supply
scarcity
Unit test
occupational training,
Unit test
mint
Unit test
savings
deposit
interest
invest
trade-off
opportunity cost
Unit test
public works
Unit test
producer
international trade
import
export
manufacture
land use
human resource
raw material
factory
rubic
map title
map key
inset map
map scale
locator
Unit test
equator
Cardinal directions
compass rose
intermediate directions
landforms
Unit test
location
landforms
climate
regions
Unit test
globe
road map
state maps
Unit test
globe
Africa
Europe
Asia
Australia
South America
North America
Antarctica
Pacific Ocean
Atlantic Ocean
Arctic Ocean
Southern Ocean
Indian Ocean
Northeast,
Southeast,
Southwest, natural resources, relative location, absolute location, latitude, longitude, physical features
Chapter 2 project
Chapter 6 project